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Education Professional Webinar Series

This webinar series has been created to provide educators working in the classroom and school setting with further information on Tourette Syndrome, its co-occurring conditions and management strategies.

Accreditation Statement

In support of improving patient care, this activity has been planned and implemented by Amedco LLC and Tourette Association of America, Inc. (TOU).  Amedco LLC is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.

Psychologists (APA)

Amedco LLC designates this activity for a maximum of 1.0 Psychologist contact hours. 

The following state boards accept courses from APA providers for Counselors: AK, AL, AR, AZ, CA, CO, CT, DC, DE, FL, GA, HI, IA, ID, IL, IN, KS, KY, MD, ME, MO, NC, ND, NH, NE, NJ, NM, NV, OK, OR, PA, RI, SC, SD, TN, TX, UT, VA, WA, WI, WY

MI: No CE requirements

The following state boards accept courses from APA providers for MFTs: AK, AR, AZ, CA, CO, CT, DE, FL, GA, IA, ID, IN, KS, MD, ME, MO, NE, NC, NH, NJ, NM, NV, OK, OR, PA, RI, SC, SD, TN, TX, UT, VA, WA, WI, WY

MI: No CE requirement

The following state boards accept courses from APA providers for Addictions Professionals: AK, AR, CO, CT, DC, DE, GA, IA, IN, KS, LA, MD, MO, MT, NC, ND, NE, NJ, NM, NY (outstate held)*, OK, OR, SC, UT, WA, WI, WY

MA / MFTs: Participants can self-submit courses not approved by the MAMFT board for review.

The following state boards accept courses from APA providers for Social Workers: AK, AR, AZ, CA, CO, DE, FL, GA, ID, IN, KY, ME, MN, MO, NE, NH, NM, OR, PA, VT, WI, WY

 * If the activity is held live in the state of NY, then direct addictions board is required, ie: NAADAC. If the activity is held outside NY, is virtual, enduring or remote, it is considered “outstate” and this reciprocity applies.

Social Workers (ASWB)

As a Jointly Accredited Organization, Amedco is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. Amedco maintains responsibility for this course. Social Workers completing this course receive 1.0 GENERAL continuing education credits.

The following state boards accept courses offering ASWB ACE credit for Social Workers: AK, AL, AR, AZ, CA, CO, CT, DC, DE, FL, GA, HI, ID, IL, IN, IA, KS, KY, LA, ME, MD, MA, MI, MN, MS, MO, MT, NC, ND, NE,  NH, NM, NV, OH, OK, OR, PA, RI, SC, SD, TN, TX, UT, VT, VA, WA, WI, WV, WY

* WV accepts ASWB ACE unless activity is live in West Virginia, then an application is required.

The following state boards accept courses offering ASWB ACE credit for Counselors: AK, AR, AZ, CA, CO, CT, DC, FL, GA, IA, ID, IL, IN, KS, MA, MD, ME, MO, ND, NE, NM, NH, NV, OK, OR, PA, TN, TX, UT, VA, WI, WY

AL/Counselors: Activities not providing NBCC approval may be approved by the Board for individual licensees upon receipt of acceptable documentation prior to the activity.  Please send course details to your licensing board for approval BEFORE the event.  No approvals afterward by the board.

MI: No CE requirement

The following state boards accept courses offering ASWB ACE credit for MFTs: AK, AR, AZ, CA, CO, FL, IA, ID, IN, KS, MD, ME, MO, NC, NE, NH, NM, NV, OK, OR, PA, RI, TN, TX, UT, VA, WI, WY

MA / MFTs: Participants can self-submit courses not approved by the MAMFT board for review.

MI: No CE requirement

The following state boards accept courses offering ASWB ACE credit for Addictions Professionals: AK, CA, CO, CT, GA, IA, IN, KS, LA, MO, MT, ND, NM, NV, OK, OR, SC, WA, WI, WV, WY

New York Board for Psychology (NY PSY)

Amedco is recognized by the New York State Education Department’s State Board for Psychology as an approved provider of continuing education for licensed psychologists #PSY-0031. 1.0 hour.

*Please note that all times are in Eastern Standard Time*

Instructional Teaching Strategies to Support Students with Tourette Syndrome and ADHD, Anxiety, and Executive Function Needs

Wednesday, April 21 at 7pm EST

This webinar will briefly describe how ADHD, Anxiety, and Executive Function needs can impact learning and social skills in a classroom.  Instructional Teaching Strategies for educators to use and parents to advocate for will be shared. 

  1. Participants will be able to describe how ADHD, Anxiety, and Executive Function needs impact how students with Tourette Syndrome learn and interact socially with peers in classroom settings.
  2. Participants will be able to implement and advocate for appropriate instructional teaching strategies to best support students with Tourette syndrome who struggle with ADHD, Anxiety, and Executive Function needs. 
  1. Students with Tourette Syndrome and struggle with ADHD, Anxiety, and Executive Function needs can succeed in general education classes with appropriate supports.
  2. Educators of students with Tourette Syndrome and struggle with ADHD, Anxiety and Executive Function needs need to be able to implement a variety of instructional teaching strategies to best support their students.
  3. Parents of children with Tourette Syndrome and struggle with ADHD, Anxiety, and Executive Function needs must consistently advocate for their child(ren) and share ideas for best practices with the educators of their children.  

Speakers: Kate Mielitz, PhD, AFC® and Gretchen Cole-Lade, PhD

Kate Mielitz, PhD, AFC® is an Assistant Professor of Family Financial Planning for Oklahoma State University. She is the mom of Kaden from the 2018 A&E show “Raising Tourettes”. Kate was diagnosed with Tourette Syndrome in her early 20s. Kate is a trained Education Volunteer and a member of the Education Advisory Board of the Tourette Association of America. Kate has provided numerous trainings for emerging teachers and graduate level Marriage and Family Therapy students, along with her children, Kaden (14) and Slaeda (9) who also have Tourette.

Gretchen Cole-Lade, PhD, is a retired special education teacher, having spent the majority of her career teaching students with severe disabilities.  She is currently a teaching assistant professor preparing early childhood education pre-service teachers to meet the needs of their future young children in inclusive classroom settings.  Dr. Cole-Lade’s research interests include increasing the capacity for educators to meet the needs of all students and their families, collaborative team processes, and augmentative and alternative communication (AAC) devices and systems to support communication of young children with Complex Communication Needs in early childhood, inclusive settings.  She earned a Bachelor of Science degree in Special Education from Old Dominion University, a Masters of Education in Early Childhood Education from Boston University, National Board for Professional Teaching Standards Certification in Exceptional Needs in 2001 and renewed the certification in 2011, and a Doctorate of Philosophy in Professional Education Studies with an emphasis in Special Education from Oklahoma State University.

Positive and Proactive Supports for Challenging Behaviors associated with Tourette Syndrome and Co-Occurring conditions

Wednesday, May 19 at 7pm EST

Tourette Syndrome and the common co-occurring disorders can be challenging for students, their family and the education team. This webinar will provide successful philosophies and strategies that focus on positive and proactive supports for students with TS.

  1. Identifying the difference between purposeful behaviors and symptoms of Tourette.
  2. Recognizing that conventional approaches to challenging behaviors frequently make situations escalate.
  3. Understanding neurological disinhibition and impact on behaviors.
  4. Awareness of successful approaches to neurobehavioral challenges.
  1. The impact of a neuro-focused behavior assessments & positive/proactive behavior plans
  2. Importance of psychoeducational evaluations and challenging behaviors
  3. Why Antecedent/Behavior/Consequence plans typically not appropriate for students with Tourette
  4. Reducing Anxiety is Critical
  5. Significance of supporting Talents/Abilities
KATHY-GIORDANO Tourette Education Advisory Board

Speaker: Kathy Giordano

Kathy Giordano has been a Tourette Education Specialist since 2003. She has a background in teaching Grade 7-12 English and was the Coordinator for The Tourette Education & Support program from 1995 to 2014 at The Advocacy Center in Rochester, NY. Additionally, Kathy owned and operated Tourette Plus, providing educational and behavioral consultant services to school districts and human service agencies. For over thirty years, she has presented internationally regarding Tourette Syndrome, Functional Behavioral Assessments and positive/proactive behavioral management plans.

  • Co-authored book titled A Family’s Quest for Rhythm: Living with Tourette, ADD, OCD and Challenging Behaviors.
  • Authored a chapter entitled, “Tourette’s in the Classroom: Support and Guidance on Education Issues for Clinicians,” chapter 8 (pp. 155-176) in the book titled, The Clinician’s Guide to Treatment and Management of Youth with Tourette Syndrome and Tic Disorders (Academic Press 2018), J. McGuire, T.  Murphy, J. Piacentini, E. Storch, eds.   
  • Co-author with the US Center for Disease Control and Prevention the article, “The Impact of Tourette Syndrome on School Measures in a Nationally Representative Sample,” published in the Journal of Developmental & Behavioral Pediatrics,  39(4):  335-342 (May 2018) (Claussen, A.H.; Bitsko, R.H.; Holbrook, J.R.; Bloomfield, J.; Giordano, K.)
Handwriting and TS: Common Issues that Impact Learning

Wednesday, June 16 at 7pm EST

Students with TS present with multiple underlying issues that interfere with their ability to produce legible, written material that accurately reflects their knowledge and subject mastery.  Participants will learn how the complexity of each of these individual issues can combine to create a barrier to written work production.  In addition to outlining the steps needed to accurately assess the student’s difficulties, appropriate, individualized accommodations and interventions will be discussed. Case vignettes and work samples will be shared.

  1. List 3 – 4 contributing factors that interfere with handwriting for individuals with TS.
  2. List 3 – 4 accommodations that will enable student to complete assignments that accurately reflect academic ability
  3. Discuss the need for observation and analysis of handwriting difficulties that go beyond standardized evaluation methods
  1. At the end of the webinar, participants will:

    1. Recognize how the underlying co-occurring conditions can trigger negative behaviors and resistance to writing.
    2. Develop a better understanding of the impact TS has on written work
    3. Acquire the confidence to advocate for appropriate accommodations and interventions needed to support written work
    4. Develop an understanding of the mismatch between work product and knowledge
    5. Work effectively with student to explore difficulties and generate individualized solutions

Speaker: Margery J. Henning, MS, OTR/L

Margery has over 25 years of experience in pediatric OT, initially as an OTA and now as an OTR, after earning her BS/MS in OT from the State University of New York at Buffalo. She conducts frequent in-services regarding the efficacy of Occupational Therapy for individuals with Tourette and related neurological conditions at local, state, regional and National Tourette conferences as well as for the Niagara Frontier District OT Association.  She has been involved with transition services and has presented on programs for adolescents with dual diagnoses. Margery served as the chairman of the board of the Tourette Syndrome Association (TSA) of Western New York, and currently serves on the National Tourette Association of America Education Advisory Committee. Margie has two adult sons, a grandson and several extended family members living with TS and related disorders.  Currently in private practice, she previously worked at University of Buffalo Center for Assistive Technology.

For previously recorded webinars, check out the offerings below:

Classroom Strategies and Accommodations for Students with Tourette Syndrome

This webinar focuses on strategies for the classroom to assist a student with Tourette Syndrome.  Strategies are suggested for both the student and teacher.  These strategies and accommodations, while simple to implement, can make a resounding difference in the success, and happiness, of a student with Tourette.

  1. Discover simple accommodations to assist a student with his motor/vocal tics in the classroom. 
  2. Empower a student with Tourette to advocate for herself when needed. 
  3. Create a classroom atmosphere where a student with Tourette will be successful, and even thrive!
  1. Accommodations related to dysgraphia. 
  2. Strategies to help manage motor and/or vocal tics in the classroom. 
  3. Teaching a student to recognize her own triggers and calming techniques. 
  4. How classroom peers can support a student with Tourette.

Speaker: Jen Stenger Ph.D.

Jen Stenger Ph.D. has been in public education for 20 years, first as a high school English teacher and currently as a school counselor.  She has also taught adjunct classes at two universities in Southern Illinois.  In 2011, she received a Ph.D. in Educational Leadership & Policy Studies from the University of Missouri-St. Louis.  Her dissertation research was based on other public K-12 educators who, like herself, have Tourette syndrome. After completing her doctorate, she self-published The Life that Chose Us: Educators with Tourette Syndrome, based on this work.  Since publishing in 2013, she has presented at multiple conferences and speaking engagements; she also meets with younger children with disabilities to promote positive self-image and self-confidence.  She is energized when working with and serving the TS community, as she is driven to help school-aged children succeed both academically and socially.  Jen has served on the Education Advisory Board since 2016.  

Tourette Syndrome: Managing OCD and Anxiety in School

Students with Tourette Syndrome (TS) often present with co-occurring conditions. This webinar uncovers how OCD and anxiety can present with Tourette Syndrome. Since the presentation of OCD and anxiety with Tourette can be hidden, understanding OCD, anxiety, and Tourette can greatly inform how to help a student with TS at school socially, emotionally, and academically.

  1. Describe how Tourettic OCD can interfere with learning.
  2. Describe how OCD and anxiety can go hand-in-hand with Tourette Syndrome.
  3. Give 3 examples of accommodations that could be useful for a student experiencing Tourette and OCD.
  1. Develop an understanding how OCD can interfere with student learning for students with Tourette Syndrome.
  2. Acquire knowledge of how having OCD and tics can trigger anxiety and how this can present for students with TS.
  3. Understand appropriate accommodations for a student with OCD and anxiety in the classroom and be able to advocate and implement them.
  4. Work together with a student with Tourette Syndrome to come up with appropriate solutions for difficult situations.
Brian Lane Tourette Education Advisory Board

Speaker: Brian T. Lane

Brian T. Lane is a public-school administrator and educator with 25+ years of experience at all levels (Pre-K through Adult/College). He is currently a member of the Educational Advisory Board and the Diversity Committee for the Tourette Association of America. Brian serves as the 7th Grade Team Leader and Choral/Theatre Director at Stonybrook Middle School in Indianapolis, Indiana. Brian has previously been an Assistant Principal, Dean of Students, and Behavior Specialist for several years in Indiana and Florida. He is an award-winning choral music and theatre educator, clinician, certified vocal music adjudicator, guest conductor, performer, and organist with experience teaching choral music and theatre throughout Indiana and Florida.

Brian was born and raised in Columbus, Indiana. He is a graduate of Ball State University in Muncie, Indiana with a Master of Arts in Education specializing in Building Level Leadership and Supervision. He received a Master of Music in Choral Conducting and his Bachelor of Music Education specializing in Choral and General Music from the Indiana University Jacobs School of Music in Bloomington, Indiana. In his free time, Brian serves a volunteer firefighter/EMT, enjoys playing golf, is an IHSAA Official in Basketball, Baseball, and Track/Cross Country, and is a former part-time police officer.